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SHS Idea Share Handbook 2013 SDC Idea Share Submissions Thank You to Everyone Who Contributed to This Year’S Idea Share

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SHS Idea Share Handbook 2013 SDC Idea Share Submissions Thank You to Everyone Who Contributed to This Year’S Idea Share 2013 ALT Skill Development Conference Kagoshima SHS Idea Share Handbook 2013 SDC Idea Share Submissions Thank you to everyone who contributed to this year’s idea share. The following ideas are presented in alphabetical order by surname. Both the JHS and SHS Idea Share Handbooks can be found online at www.kagoshimajet.com/team-teaching-tips/ Teacher: Takahiro Arimura BOE/School: Kinkowan High School Title: Whose name is on your forehead? Objective: Get used to the usage of relative nouns Grade Level: SHS Skill Focus: Speaking/ Grammar Summary: Have the students get into groups of 3 or 4 people. Give each student a piece of paper. Each student writes a person’s name on it (any person will be ok). Then, each student gives the piece of paper to the student to his or her left in the same group. In this case, they have to take care not to see the name of the person on the given piece of paper. They put the piece of paper on their forehead so that everyone else can see the name. They take turns to ask the other students for hints to find out whose name is on it. When asking, the question form must include relative clauses: Is this the person who~?; Is this the person whom~? and so on. The first student who has found out the name of the person on their forehead is the winner. Teacher: Terrance Brown BOE/School: Okuchi SHS Title: Sentence Hunt Objective: Review grammar patterns Grade Level: JHS/SHS Skill Focus: Reading/Writing/Speaking/Listening Summary: Before the class prepare a series of sentences that are either based around a grammar point or a format that you are looking to teach your students. Each sentence needs to be written on a paper or sticky note that will be placed around the classroom. Students will need to be placed in teams at the start of the lesson and janken with each other to determine who will write down the sentences. The rest of the students will be tasked with finding one of the sentences placed around the room. They have to read the sentence, memorize it and then go back to their group, where they will relay it to their team’s writer who will then write it down. Make sure the students realize they need to do this as fast as possible! Decide on a time limit beforehand and encourage the students to finish within that limit. Once all the sentences have been written down the teams will need to try and arrange the sentences in the correct order. Once they think they have the correct order they will present their worksheet to the ALT or JTE who will check it. They’ll then get 5 questions handed to them about the sentences which they’ll need to correctly answer to complete the activity. Comments: Adjust the sentences to match a recently taught grammar point for review purposes or to practice reading comprehension. You can also change the difficulty of the sentences to match your students’ English level. Keep your students enthusiastic by encouraging them to beat their peers. Friendly competition will make them try harder! Teacher: Adam Carter BOE/School: Meiokan High School Title: Brain Based Learning Objective: Collaborative Learning Grade Level: SHS Skill Focus: any Summary: There is an innovative teaching style based on recent advances in neuroscience called brain-based learning. This means designing classes around the way children learn and retain knowledge and eschewing the traditional lecture approach many of us endured in high school. There is a model, which is the “I do it, we do it, you do it together, you do it alone” framework. I based a lesson about “the differences between high school in America and Japan” into this model. I explained that we would be learning how students in the US learn in high school, and explained that each of the 4 groups would be studying one aspect of this theme in depth: similarities, differences, school day schedule and homework. Here is how it works. Keep in mind that this approach can be tweaked for any topic or grammar form you are dealing with. The approach centers around allowing the students to process the material together as a group and then present their findings to the class. By interacting with the material and discussing it together, they retain the information more readily than if they were just sitting 1 in rows listening to the teacher. Here is how it works: First of all, introduce the lesson, explaining what will take place. “INPUT” 1. Direct students how to arrange desks into 4 circles in an orderly manner 2. Distribute different learning materials (written material and photo collages or “glogs” you have created from glogster.com ) to each group 3. Instruct each group to read over the material and take notes to understand it as best as they can. Urged them to talk amongst themselves to help each other understand vocabulary words they might not all be familiar with. “COLLABORATIVE LEARNING” 4. Circulate through the room, assisting groups. “GUIDED INSTRUCTION” 5. Then hand over responsibility to the students, directing them to prepare their presentation to the rest of the class to explain what they learned. “INDEPENDENT WORK” 6. Assist as needed, respond positively to their presentations, encourage all students to participate, and evaluate their performance. Teacher: Topher Chavis BOE/School: Iwagawa High School Title: Word Recognition Listening Quiz Objective: To work on listening skills using phonetically similar sounding words such as 'lock' and 'rock'. Grade Level: SHS Skill Focus: Phonics Summary: This is a listening activity that can be done at the beginning of class as a warm up. It takes roughly 8 to 10 minutes to do. Each student is given a handout with 4 questions on it. Each question contains 2 phonetically similar words, and an accompanying picture for insight into the word. The ALT chooses one word for each question and recites it in front of the class, making sure to properly enunciate while still speaking in a normal cadence. Each student circles the word they think they have heard. At the end, the students check each other's answers. After marking the quizzes the ALt and the JTE can practice pronunciation with the students for each of the words. Give extra instruction for particularly difficult word sets. As an added option, each of the words can then be reviewed to make sure the students know the vocabulary on each quiz. Teacher: Vikki Clark School: Kushikino SHS Title: The Typhoon Game Objective: Review chosen topics using questions. Grade level: any level. Skill focus: Listening and speaking. Summary: You will need to draw a grid on the board - I use 5x5 so there are 25 squares in total, labeled A-E vertically and 1-5 horizontally. You’ll need to have a corresponding question for each square on the grid. Divide the class into groups of 4-6 students and tell each group to think of a group name. The first group must then pick a square (e.g. A3). They then have a certain period of time (I usually give no longer than a minute) to answer the question. If they get it right, they win what ever is hidden within that square (which only you are aware of). If they cannot think of the correct answer then the other teams have the chance to answer in order to win what ever is hidden within the square. Hidden can be a certain amount of houses (1-5 depending on the difficulty of the question) which will then be awarded to the group. A broom, which allows the group to steal three houses from any/a mixture of the other groups. A typhoon wipes out all of the houses from the winning group. And a volcano, which removes all of the houses from all of the teams. You can also have "umbrella cards" (no more than two per game) that allow that group to cancel out a typhoon should they land on it. The team with the most houses at the end of the game wins. However, rather than prearrange which square hides what, I tend to manipulate the game as it goes in order to keep it competitive – if one team is far ahead then I’d use the typhoon on that team, or give the broom to another team, to prevent the other teams from losing interest. 2 Teacher: Sarah Cole BOE/ School: Ijuin Senior High School Title: Monster Flooba (フルバ = “Fruit Basket”) Objective: Practice describing features in English and pronunciation/aural comprehension. Grade Level(s): Trade High School / SHS Skill Focus: Speaking/Listening Summary: This game is based on the game “Fruit Basket.” Either draw monsters on the blackboard or magnetize printouts of monsters onto the board (example: witch, werewolf, vampire, mummy, ghost, skeleton. Good for a Halloween lesson). Ask the students to describe the monsters in English (or write full sentences about the monsters, depending on the level of the class), and write the student descriptions on the board next to the picture of the monster they described. For the example monsters, the ALT can also tell the students that two of these monsters are “undead” (vampire and mummy), two are “living” (werewolf and witch), and two are “dead” (ghost and skeleton). JTE can add descriptions/ sentence patterns they would like the students to review. Distribute monster identities evenly amongst the students, so there are about the same amount of students who will answer to each monster name. Arrange the chairs in a circle around the room so here are enough for all students to sit down except one.
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